Teachers' Response to a Student Presenting with Suicidality: A Call to Action
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| Title: | Teachers' Response to a Student Presenting with Suicidality: A Call to Action |
|---|---|
| Language: | English |
| Authors: | Katherine A. Feather (ORCID |
| Source: | Psychology in the Schools. 2026 63(2):555-564. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teacher Student Relationship, Teacher Response, Suicide, Prevention, Case Studies, Vignettes, At Risk Students, Identification, Referral, Self Efficacy, Crisis Intervention, Training |
| DOI: | 10.1002/pits.70110 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | Schools are a logical point of access for suicide prevention, assessment, and intervention services. Teachers serve as gatekeepers, uniquely positioned to identify suicide warning signs and refer students to appropriate services. Teachers often receive general mental health training but rarely extended or specialized suicide gatekeeper preparation before entering the field. This instrumental case study sought to explore how 21 teachers in an accelerated licensure program responded to a case vignette involving a student presenting with suicide risk factors. Findings showed that most teachers recognized risk factors and referred students appropriately, but confidence, appropriateness, and scope of practice varied. Implications underscored the need for experiential gatekeeper training to build confidence and effective intervention skills, and a call to action for educators is presented. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493961 |
| Database: | ERIC |
| Abstract: | Schools are a logical point of access for suicide prevention, assessment, and intervention services. Teachers serve as gatekeepers, uniquely positioned to identify suicide warning signs and refer students to appropriate services. Teachers often receive general mental health training but rarely extended or specialized suicide gatekeeper preparation before entering the field. This instrumental case study sought to explore how 21 teachers in an accelerated licensure program responded to a case vignette involving a student presenting with suicide risk factors. Findings showed that most teachers recognized risk factors and referred students appropriately, but confidence, appropriateness, and scope of practice varied. Implications underscored the need for experiential gatekeeper training to build confidence and effective intervention skills, and a call to action for educators is presented. |
|---|---|
| ISSN: | 0033-3085 1520-6807 |
| DOI: | 10.1002/pits.70110 |
